Validation of the Technology Satisfaction Model (TSM) Developed in Higher Education

Islam, A.Y.M. Atiquil

doi:10.4018/ijthi.2014070104

Cited by 26 publications

(89 citation statements)

References 46 publications

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“…Thus, they can achieve more benefits through ICT applications and confront less complexity in accomplishing their work, as it could be performed through the effective training courses or workshops. In line with the results of this research, investigations found that learners' CSELE was associated with the PEOU and PU of various ICT applications (Chiu, 2017;Islam, 2014;Liu & Huang, 2015). However, Cheng…”

Section: Discussionsupporting

confidence: 82%

“…As a result of emerging educational technology, researchers have introduced the idea of "computer self-efficacy," which refers to lecturers' confidence in their ability to use new technologies (Islam, 2015). CSELE was found by many researchers to be associated with students' PEOU and PU of various ICT applications such as computer simulation (Liu & Huang, 2015), wireless internet (Islam, 2014;Islam et al, 2018), research databases (Islam & Sheikh, 2020), and electronic textbooks (Chiu, 2017). However, this association has not been frequently demonstrated in Chinese university lecturers' ICT use.…”

Section: Hypotheses Of the Tsm Modelmentioning

confidence: 99%

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Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model

Islam

Crook

et al. 2020

Sage Open

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Assessment studies using structural equation modeling and Rasch Model have long been prominent in all areas of educational psychology. Their emphases have covered, but have not been limited to, the improvement of quality in teaching, learning, and research as well as the pursuit of research productivity. However, such methodological approaches have rarely taken place in the arena of information and communication technology (ICT) in tertiary education. As such, this study assesses Chinese lecturers’ expression of ICT satisfaction through the technology satisfaction model (TSM). Data from 196 Chinese lecturers were collected using stratified random sampling and analyzed applying structural equation modeling and the Rasch model. The findings suggested that Chinese lecturers’ satisfaction around ICT use was explored by the three underlying antecedents of computer self-efficacy, perceived usefulness, and ease of use. Computer self-efficacy was evidently a powerful exogenous variable in assessing direct and indirect causal associations among the dimensions of TSM. In future research, it is recommended that assessment of Chinese lecturers’ ICT use for teaching and research purposes should be considered through structural equation modeling and the Rasch model. This would support future researchers, academicians, and practitioners in performing technological measurements in all the arenas of tertiary education.

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Section: Discussionsupporting

confidence: 82%

Section: Hypotheses Of the Tsm Modelmentioning

confidence: 99%

Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model

Islam

Crook

et al. 2020

Sage Open

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“…The foundations of the TAG model are the technology satisfaction model [38], the technology acceptance model [20], and the online database adoption and satisfaction model [53]. The TAG model confirms that in regard to ICT, beliefs about computer self-efficacy (CSE), perceived usefulness (PU), perceived ease of use (PEU) and intentions to use (INT) are always the primary determinants or constructs of TAG in higher education.…”

Section: Literature Reviewmentioning

confidence: 90%

ICT in Higher Education: An Exploration of Practices in Malaysian Universities

Islam

Mok

et al. 2019

IEEE Access

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Information and communication technologies (ICTs) have been provided by higher education authorities to ensure that teachers use ICT to enhance their teaching, learning, and research outcomes. However, ICT has been found to be underutilized, especially by teachers. To investigate this issue, the technology adoption and gratification (TAG) model was validated and used to examine Malaysian university teachers' adoption and gratification of ICT for teaching and research purposes and then used to investigate the moderating effect of universities in different regions. The 397 teachers from the west and east Malaysian universities were surveyed using a stratified random sampling technique. The research data were analyzed using the three-stage structural equation modeling. There were focused use factors: 1) academic purpose; 2) research purpose; and 3) teaching purpose. The TAG model was useful in explaining differences in ICT uses. West Malaysian teachers' perceived usefulness and ease of use mediated the relationships between computer self-efficacy, gratification, and intention to use ICT, respectively. However, for east Malaysian teachers, only perceived ease of use did not mediate the relationship between computer self-efficacy and gratification. Finally, west and east Malaysian teachers' intentions to use ICT mediated the relationships between actual use, perceived usefulness, and ease of use. This paper confirms the utility of the TAG model for comparing teachers' adoption and gratification of ICT. In addition, this paper provides a basis for the targeted professional development of teachers in the east and west Malaysian universities which were selected based on the known differences. INDEX TERMS Information and communication technology (ICT), higher education, technology adoption and gratification (TAG) model, structural equation modeling.

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“…Similar scales have been reported elsewhere (Adam & Nel, 2009;Arquero et al, 2017;Letcher & Neves, 2010;Perin et al, 2012). Finally, e-learning Satisfaction (eSAT) was measured using the 4-item scale initially proposed by Szymanski and Hise (2000), and used by Dehghan et al (2014), Islam (2014) and Arquero et al (2017) in the field of education. All of these items were designed to be answered on an 11-point Likert scale, ranging from 0 (totally disagree) to 10 (totally agree).…”

Section: Methodsmentioning

confidence: 99%

Exploring how student motivation relates to acceptance and participation in MOOCs

Frías

Montaño

Barrio‐García

2020

Interactive Learning Environments

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In recent years, MOOCs have become firmly established as valid e-learning environments and, as such, have been developed by many universities using different types of platform. Given the voluntary nature of MOOC enrollment, motivation is crucial to our understanding of why students register for and complete these courses. The present study explores the motivations that characterize MOOC participants and how they relate to technology acceptance variables (data collected via questionnaires) and participation variables (observational data collected via the platform). Our results indicate that students show exceptionally high levels of intrinsic motivation. However, extrinsic motivation also plays a relevant role, suggesting that the two are not mutually exclusive. Although only intrinsic motivation appears to be systematically associated with differences in technology acceptance, both are associated with differences in participation, but in contrasting ways. Our results provide insights that will enable us to improve MOOC design in order to enhance participant satisfaction, particularly when different sources of motivation are involved. Future research based on the modeling of technology acceptance and participation will also benefit from this study.

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Validation of the Technology Satisfaction Model (TSM) Developed in Higher Education

Cited by 26 publications

References 46 publications

Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model

Assessment of ICT in Tertiary Education Applying Structural Equation Modeling and Rasch Model

ICT in Higher Education: An Exploration of Practices in Malaysian Universities

Exploring how student motivation relates to acceptance and participation in MOOCs

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